By: Scott Schroeder
I was having a conversation with a friend a few weeks ago and I started describing a model I was working on based on willingness and ability that I had been exposed to in the Army. I intend to use this model to help leaders understand what tools are available to apply to various situations. As I went on, my friend asked me if I was familiar with The Situational Leadership Model. Of course, I hadn't, but I did look it up, did some reading on the internet, and am currently waiting for the book.
The Situational Leadership Model, developed by Paul Hersey and Ken Blanchard in their 1969 book Management of Organizational Behavior, is a dynamic and adaptive approach to effective leadership. It emphasizes the importance of adjusting leadership styles to fit the situation's needs and the individual involved. Here are some key characteristics of the Situational Leadership
Model:
Adaptability: Leaders should adjust their leadership style to match the situation's needs and the people they lead.
No one-size-fits-all: The model recognizes that there is no single best leadership style and that leaders should consider the unique needs of each situation and individual.
Behavior and Competence (adjusted for my use here): An individual's Behaviors and Competence must be measured and assessed.
Feedback: Situational leaders actively seek feedback to accelerate progress and reverse performance slippage.
Honesty: Situational leaders must be honest with themselves and their team members to adapt and choose the best leadership style.
Creating a Starting Point
There are no cookie-cutter solutions when working with individuals in the workplace, especially when issues need to be addressed. We are all different and respond differently to various stimuli on other days. To practice situational leadership effectively, it is helpful to:
Get to know teammates before problems arise. (Hersey and Blanchard talk about relationships.)
Make performance feedback an organizational habit during good times and bad.
Know your people! Work to understand how your team members respond during steady-state operations and when under stress. Also, how do they respond to feedback, and how do they prefer feedback to be delivered?
Ask questions and listen without issuing judgment. Sometimes, it's easier said than done.
Gauging Individuals Based on Behavior and Competence
Behavior in this context is about willingness, and Competence refers to ability. We often used these terms to refer to different soldiers while I was in the Army. I found it helpful in developing an engagement strategy or approach to engage a soldier who needed some additional assistance in meeting the standard. Instead of focusing specifically on employee performance, try looking through the lens of productivity improvement, making the discussion less about assigning blame and more about addressing productivity.
Categories Defined
Below are the four categories that result from defining where individuals fall on both the willingness (Behavior) and ability (Competence) continuums. This is where my interpretation varies a little from DR. Hersey's.
Category I: Willing and Able
This is the highest category of employees in this model. These individuals possess Competence and positive behavior. They are capable and desirable team members.
Category II: Willing and Unable
These individuals are willing to perform but lack the skills or other resources necessary to be competent. Whenever there is an ability gap, it is important to look in the mirror and ask: Is this a training gap or a process gap? Often, it can be a process gap. It could be either. Nevertheless, address the gap by creating a solution.
Category III: Unwilling and Able
These individuals are competent but their behavior prevents them from being positive team contributors. They may require motivational interventions to improve. What is holding these folks back? Sometimes this presence itself as a lack of confidence. Others it could be from intrapersonal or interpersonal issue. It is the leaders role to uncover the root of the issue.
Category IV: Unwilling and Unable
These individuals are deficient in both behavior and Competence. They require significant development and perhaps a reassessment of their role.
Performance issues are usually a function of training or process. In most cases, the process significantly impacts both. By understanding these categories and applying the principles of situational leadership, leaders can better engage with team members and drive performance more effectively.
Applying the Model to Address Productivity:
These categories are not about putting people in a box. They are about defining where individuals are at a moment in time. Individuals may move on these scales based on environmental factors. When we recognize a slippage of performance or behavior, it is crucial to seek an understanding of why or what has changed. Each needs to be addressed, but our approach must be different. Let's review the categories and approach necessary to keep our team members in category I.
Category I: Willing and Able
Approach: Mentor's Mindset
Make sure to recognize individuals who are operating in this zone routinely. Look for opportunities to develop and challenge them with new opportunities without overwhelming them. Delegate new tasks to these folks. Give them decision-making and implementation authority, and place them in positions where they can stand out. Ensure to invest in these team members through mentorship. Help them see the bigger picture and understand how the sausage is ground up. Have discussions with them and others about what's next (succession planning).
Category II: Willing and Unable
Approach: Teacher's Mindset
Take time to discover why these individuals don't have the skills to meet their KPIs. If it is a training shortcoming, provide the individuals with additional training, development, and some peer coaching. There are times you may discover these people might not be a good fit for the role. Look for other opportunities inside the organization to employ this person in a role that matches their talents.
Category III: Unwilling and Able
Approach: Counselor's Mindset
Before engaging, ask. Is this a process or behavior problem. If it is a process issues. Address it. If it is a behavior issue it is important to approach this discussion with an open mind and void of bias. This category is often the most challenging to approach, especially for less experienced leaders. Remember there are a host of reasons someone might be less than enthusiastic about performing the particular task. It could be lack of confidence, workplace relationship issue, or a personal issue. Don't take poor performance or behaviors personally. Believe me, I have had to remind myself of this many times, and I didn't always get it right.
This conversation will take some time, and the leader's full attention must be directed to the team member. This engagement requires preparation.
Example Conversation: "Jim, I've noticed a change in your performance lately. What's going on?" If not, talk about the observations you and others have noticed. Discuss their value to the team and describe the impact of their performance on the rest of the team and the company.
Once engaged stay engaged until the issue is identified. This could be a quick fix or could require a detailed plan over a period of days, weeks, or even months.
Category IV: Unwilling and Unable
Approach: Directive Mindset
When leaders are faced with team members who are in this category, the behavior and performance should have already been addressed with a different approach. There are many reasons an individual could come into a role in Category II and then slip to Category IV. Oftentimes, it results from a failure to set clear expectations and the training needed to perform adequately.
Regardless of the relationship between the leader and the led, your HR team should be consulted before engaging in this type of discussion. This conversation should be focused on setting goals, providing clear direction, and an action plan that guides employees to achieve these goals.
Closing
In closing, the Situational Leadership Model offers a nuanced and adaptable framework for engaging with team members based on attitude and Competence. By understanding and categorizing individuals into these four groups—Willing and Able, Willing and Unable, Unwilling and Able, Unwilling and Unable—leaders can tailor their approaches to maximize performance and personal growth. Remember, effective leadership is about recognizing the unique needs of each individual and situation and responding with the appropriate tools and mindset. As leaders, we aim to guide our teams to success by fostering a supportive, adaptive, and honest environment.
How can you start applying the principles of Situational Leadership in your team today?
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